UC-NRLF 


$C    31    ^IM 


THE  RELATIUN  BET?/EEN  FANUA.L  DEXTERITY 
AI'JD  JtffiNTALIxY  UF  TfiE  BLIi^D 


By 

Herbert  bobbins  Chapman 
THESIS 


Submitted  in  partial  satisfaction  of  the  requirements  for  the  degree  of 

;.<ister  of  Arts 
in 

Education 
in  the 
GRADm'i'E  DIVISION 
of  the 
ITwIVERSITY  OF  CALIiDHKiA 

toy  1922 


Approved.  Al  X ',  B.C .^.'.t.V.  iiF^C.  7 .^  :>;  k^/f^f /.  H 1 5/.  Kl^ACti 

Instructor  in  charge 


Deposited  in  the   University  Library 

Date  Librarian. 


EDUC;  BfPT, 


EDUC 


UCATtON  DEFT. 


THE  RELATIQ8  BSIVBU  MANU/vL  DEXTER X1Y  iVD  XBHTALIT; 

or  THE  BLIND. 

Before  presenting  the  data  assembled  leading  to  the  in- 
a»dlate  results  for  whioh  this  paper  is  being  written  let  lis  bring 
together  a  number  of  personal  experiences  and  than  lM>k  into  e 
BOdMr  of  oontributing  el«nents  knoving  that  through  these  the 
findings  may  be  even  more  pr<»iounoed. 

After  n»king  lareparation  for  teaohir^  normal  children  in 
the  public  schools  and  finally  after  an  experience  in  teaching,  the 
writer  to  his  stirprise  was  asked  to  take  charge  of  a  department  for 
the  blind  in  the  State  School  fear  the  Deaf  and  the  Blind  at  Colorado 
Springs,  Colorado.  There  at  onoe  arose  as  though  frcnt  his  sub- 
oonsoious  mind  two  ^cperiences,  one  of  which  had  a  tendency  to 
oause  him  to  look  upon  the  position  with  disfavor  w  lie  the  other 
•ftused  him  to  look  upon  it  with  ^var. 

During  his  early  b<>yhood  dcys  he  was  aocustomed  to  frequent 
"Sheffield  Center",  the  political  end  social  center  of  the  township 
in  northern  Ohio,  ivhere  he  was  bom,  for  the  purpose  of  attending 
Church  and  Sundsy  School  and  other  gatherings  largely  of  a  social 
aature.  There  lived  across  the  road  from  the  country  church  • 
blind  boy  eenewhat  older  than  himself  who  attended  during  the  school 
year  the  Cbio  State  School  for  the  Blind.  This  boy  would  walk  back 
and  fwrth  in  front  of  his  parents'  prwnises  with  his  hand  resting 


tm   the  fence  as  a  guide.  He  seemed  to  stir  one*s  very  soul  vith 
ftbjeot  pity  for  ther«  s««ned  to  a»  a«  a  boy  no  rrexme  of  approach 
to  him  on  aooount  of  his  blindness.  He  vae  of  suoh  a  retiring  md 
helpless  nature  that  he  did  not  attempt  to  break  trrmr   into  th« 
■ports  of  the  beys  in  the  neighborhood*  Even  his  parents  seemed 
to  believe  that  he  should  remain  within  the  confines  of  their  small 
prwdses.  Had  this  been  the  only  exp«>ienoe  of  the  writer  he  would 
havo  declined  the  offer  but  it  hiqppened  that  during  his  college 
dirye  he  had  a  blind  olassmat*  vhose  parents  believed  that  he  might 
find  his  way  into  society  and  the  world  through  an  education.  He 
had  bacn  tattght  to  be  independent  and  forttinately  for  him  through 
the  influem>e  of  his  father  he  had  f<a>  his  roonmate  one  of  the 
brightest  students  of  his  class.  Surr<Hinded  with  tirtiatever  embossed 
books  he  could  oaomand  he  naturally  iw«  forced  to  get  hi«  studies 
largely  through  the  reading  by  his  classmates  and  others.  He  had 
no  "blindistna".  He  entered  with  enthusiamn  into  a  real  class  spirit. 
He  enjoyed  the  social  gatherings  and  there  «««m0d  to  be  none  of  the 
usual  "making  allonanoes"  because  he  waa  blind.  No  wonder  that 
after  takix^  a  eourse  in  law  and  a  oourse  In  a  theologicwl  seminary 
he  became  a  successful  pulpit  orator.  The  writer  therefore,  had 
before  him  ejcperiences  of  two  perscms  who  rejaresent  these  extrones, 
the  one  who  was  tiniid  and  viiio  vas  not  encouraged  to  beccxne  indepen- 
dent while  the  other  foimd  life  in  its  fulness.  Ho  wonder  tliat  the 


-  2  - 


mritwr  Rocepted  the  position  i^en  he  sair  that  he  might  be  the  neans 
of  striking  the  shackles  of  blindness  ff  c%i  nary  a  boy  end  manjr  a 
girl  who  loight  be  from  tioe  to  tine  enrolled  as  pupils  in  that 
state  sohool* 

The  i^obleas  arising  dtxring  those  first  months  were  appal- 
lin^t  Thore  was  no  well  defined  or  sour^  psychology  and  sociology 
of  the  blind.  There  were  plenty  of  observations.  There  was  the 
ohi^d  who  oould  not  leoehis  shoes,  button  his  clothes,  wash  his 
face  or  comb  his  hair.  Thore  mis  the  child  whose  mother  sent  with 
hia  his  old  psfwter  plate  and  spoon  and  knifs  that  he  might  oontixme 
playing  with  theta.   at  sohool  as  he  had  at  heme*  There  was  the  child 
who  swi^ed  his  head  to  ani  fro*  There  was  the  child  with  just  a 
little  sight  in  one  eye  and  x^hose  only  object  seined  to  be  to 
stiaiLlete  the  little  sight  he  had  by  moving  his  hand  back  and  fcrth 
in  front  of  the  ^e.  Thwe  was  the  <^ld  who  oould  scarcely  staid 
alone  to  say  nothing  about  walking  alone,  all  of  which  was  due  to 
the  fact  that  the  partita  wtu'e  afr;  id  that  the  child  might  be  injtired 
if  encouraged  to  become  independent.  Tliere  mis  an  older  girl  who 
wfts  too  tindd  to  talk  abonrs  a  whisper  and  there  was  her  opposite 
who  was  an  inveterate  loud  tallnr*  There  was  a  boy  who  according  to 
the  parents  was  a  bom  musician.  There  was  an  older  boy  who  was 
literally  steeped  in  profanity*  There  were  pupils  who  had  some 


-  3  - 


sight  but  had  been  told  that  they  nmst  not  use  it.  There  vere 
others  with  partial  sight  who  were  told  to  us©  it.  There  were 
pupils  whose  eyes  needed  examining  while  there  were  others  upon 
whose  eyes  operations  ought  to  be  performed. 

At  the  Tery  beginning  the  field  presented  many  highly  per- 
plexing problans  but  the  years  have  come  and  gone  and  let  us  now 
oall  the  roll  of  the  graduates  and  others  who  were  taught  to  beooM 
Independent:  The  one  who  was  the  "bom  musician"  is  now  th« 
Superintendent  of  the  Oregon  Etaployment  Institution  for  the  Blind 
At  Portland »  while  his  wife,  also  a  gradiiate,  has  had  an  unusual 
career  in  teaching  adult  blind  women  in  the  manual  arts.  %e  is 
a  successful  teaoher  of  musio  in  New  York  City*  Two  have  musio 
studios  in  the  oity  of  t^nver*  One  keeps  the  Pianos  of  the  publie 
sohools  of  Denver  in  tune  and  earns  sane  m<mey  on  the  side  <m 
aooount  of  being  a  talented  violinist.  Five  ere  making  taore  than 
a  living  in  an  Adult  Torkshop  in  the  City  of  Denver.  One  has  made 
an  enviable  record  as  a  piano  tuner  at  Sheridan  Wyoming.  One  is 
the  wife  at  a  ne^diew  of  President  IcoKinlsy  who.  also  blind,  is  a 
lawyer  in  Los  Angeles.  Ods  has  (^rge  of  a  church  organ  and  teaohes 
BBisio  in  the  publlo  day  sohool  class  for  the  blind  in  LO0  Angeles. 
One  is  a  successful  piano  tuner  in  the  City  of  Berkeley  and  a 
teaoher  of  brooci  niaking  at  the  California  Sohool  for  the  Blind* 


-  4  - 


One  ia  th«  h©*d  piano  tuner  for  F.hennan  and  Clagr  in  the  City  of 
Seattle.  One  has  a  contralto  voice  &nd  gires  imiaio  lesstms, 
llTfcng  in  the  City  of  Ffflpt  Collins,  Colorado.  One  married  a 
mining  engineer  and  lived  at  Russell  Ouloh,  Colcredo.  One  oon^ 
tlnues  to  have  a  number  of  musio  pupils  at  Raton,  HMr  ltezl«o* 
One  is  a  piano  tuner  at  Ventura,  California.  One  Is  a  graduate 
of  the  Dtoiversity  of  Oregai  and  has  become  a  writer  of  note.  One 
completed  a  lav  course  at  Valparaiso*  Indiana,  and  is  no«  praot icing 
lav  at  DurangOy  Colorado.  All  are  making  a  living  and  many  are 
doing  much  better.  Had  all  of  the  recent  forces  for  betterment  in 
education  been  in  oper  tlon  vho  kn<ws  but  that  muoh  rnxxce   might 
have  been  aoooaplished. 

HMBy  a  child  through  kindergarten  activities  was  rescued 
from  certain  "mannerism"  viiioh  at  first  seemed  hopeless.  House- 
mothers and  supervisors  to  say  nothing  abotrt  faithful  teachers 
were  ever  alert  to  direct  and  to  correct.  The  jdiysical  eduoatioR 
department  believed  that  one  of  its  most  important  functions  waa 
that  of  stressing  certain  cwrrective  exercises.  Parents  were  en- 
couraged to  teaoh  their  little  blind  ehildren  independenoe  throug^i 
assisting  about  the  work  of  the  home.  It  was  soon  discovered  that 
the  percentage  of  talented  musio  pupils  was  no  greater  am<mg  blind 
children  than  "seeing"  chSlflren.  It  soon  beonme  the  policy  of  the 


«  6  - 


sohool  to  give  each  child  a  thorough  examination  by  the  school 
phyaioian^  upcm  entering.  In  other  wcarda   the  individual  was  em- 
phasized and  not  the  group.  The  spirit  of  the  times  leads  us  to 
believe  that  «•  are  now  entering  upon  an  age  of  vonderful  achieve- 
swnis  for  the  blind. 

When  Dr.  Saauel  P.  Hays  and  other  psyohologists  have 
fonmilated  their  psychologioal  investigations  and  the  physiologi- 
cal end  the  sooiological  data  are  clearly  set  f(»rth  a  ne«  and 
brighter  era  ought  to  arise  for  those  #10  are  eduoating  the  blind. 

At  present  it  must  be  renaBflDered  that  Dr.  Hayes  is  an 
unusually  oauftious  investigator.  No  one  is  more  conscious  than  he 
of  the  complexity  of  the  problseui  tmdertaken  and  of  the  varied 
limitstions  tmd  the  possibilities  of  err<»r.  Be  si^s  that  "preoau- 
ticns  have  been  omltiplied  and  the  results  presented  as  suggestive 
rather  than  final,  as  raising  r^thwr  than  solving  the  problems  in- 
volved in  the  education  of  the  blind.  The  testing  work  is  still 
in  the  experimental  stage »  subject  to  wmstant  revision  and  im- 
provament.  Criticians  vill  be  most  weloccie.  Sooe  p^ohologists 
already  dream  of  a  day  \ihesi   the  old-falnhioned  methods  of  Mitimating 
ability  vill  be  oonpletely  superseded  ly  standard  tests,  when  we 

Tl     Samuel  P.  Hayes,.  ni.D.»  Mentl  and  Educational  Survey  in  Seven 
Schools  fear  the  Blind.  Report  "of  the  25th  Biennial  Ccmvention  of 
the  /joerioan  Association  of  the  Instructors  of  the  Blind,  Pp.  16. 

-  6  - 


shall  have  monthly  or  yearly  records  of  mental  growth  from  the 
•arly  grades  up  to  the  university «  whioh  vill  give  as  true  a  picture 
of  the  individual  as  we  can  now  ohtain  through  curves  of  increase 
in  height  and  weight  in  the  physioal  development;  when  transfer 
from  school  to  school,  entranoeto  college,  and  ultimately  the  attain^ 
ment  of  advanced  degrees  may  be  regulated  by  measuring  instruments 
vhieh  stand  as  high  in  general  favor  as  the  yardstick  or  the  B'air- 
banks  scales*  The  marked  success  of  psychological  testing  in  in- 
dustry sinoe  the  war  pro^eay  well  for  the  future  of  educational 
■fMUturen^nt.  T;e  should  perhaps  be  content  for  the  immediate  present 
if  through  cordial  cooperation  we  can  establish  emthods  for  measuring 
the  ment  lity  and  school  att^lzuoents  of  the  blind  whi^  will  give 
valuable  and  fairly  reliable  supplementary  evidence  in  discriminating 
between  the  fit  and  the  unfit,  and  show  teachers  of  the  blind  how 
their  imtiring  efforts  may  bring  an  even  larger  and  more  oreditable 
harvest.* 

Wo  doubt  not  but  that  in  the  midst  of  the  complexities  of 
the  past  there  have  been  logical  deductions  and  at  times  the  appll- 
oaticms  have  been  scientific,  but  why  should  schools  for  the  blind 
exist  whose  motives  are  not  scientific  even  up  to  the  present  day 
light? 

One  edtraator  very  wisely  reviews  the  situation  from  the 

-  7  - 


standpoint  of  the  sohools  for  the  blind  .  "The  residwitiel  sohools 
oould  not  afford  to  ignore  ary  means  of  imjarovemient  and  consequently 
hwre  most  reoently  oalled  in  the  aid  of  peyohologioal  research  and 
of  applied*  educational  psychology.  Ihe   large  number  of  feeble 
■inded  and  backward  blind  children  had  always  offered  serious  prob- 
Isms  to  educators  and  it  vas  largely  inthe  hope  of  determining  sosoe 
Bethod  of  dealing  v>ith  these  that  the  aid  of  psyoholof,i8ts,  vith  the 
oodifled  Minet->Siia(«  mentalil^  tests «  wm  first  oalled  in*  Anteoe- 
dent  to  this  movement,  the  "psyohology  of  the  blind"  had  meant 
ohiefly  nyths  and  mysteries.  It  is  too  early  to  state  ^st  what  the 
psychologists  oan  do  for  the  sohools;  but  this  wxuAi   is  already  ap- 
parent, that  the  grading  on  a  fairly  accurate  scientific  basis  ao> 
eording  to  mentality  and  moral  fitness,  correlated  with  a  oarefttl 
{^ysioal  rating,  vill  serve  as  the  best  possible  basis  for  segregating 
according  to  aptitudes.  This  in  turn  ought  to  lead  to  a  reorganiza- 
tion of  educational  practice,  with  a  fairer  chance  fcnr  each  "eduoand" 
to  get  that  ooturse  of  training  conswiant  with  his  own  highest  good 
and  that  of  society**. 

v.     Dr.  Richard  S.  J^reRch,  Assisiant  I^ofessta*  of  Educaticm  of  the 
University  of  California,  a  thesis  of  Itaroh  23,  1919,  "The  Education 
of  the  Blind;  A  Critical  and  Historical  Survey  with  Special  Reference 
to  the  United  States  of  i^er ioaa** 


-  8  - 


"studies  in  tli0  psychology  of  blindness,  like  the  studies 
of  pathological  and  abnormal  cases  in  general  oan  offer  no  sure 
ground  for  normal  {orooedure;  but  this  study  has  throim  some  light 
on  obscure  points  in  the  psychology  of  the  senses  and  <m  the  vhole 
question  of  ctenttl  imagery.  V.ith  the  greater  perfection  of  instru- 
ments and  method «  much  more  is  to  be  hoped  for.  No  greet  flood  of 
light  -will  be  oast  by  these  researches  on  the  nonnal  psychic  life; 
but  doubtless  mmy  reluable  findings  -will  be  made  that  may  be  of 
more  or  less  direct  use  in  the  education  of  the  blind;  and  a  few 
may  cast  soDe  not  entirely  irorthless  Sidelights  on  general  psyoho- 
logy." 

At  the  very  beginning  the  writer  was  aware  that  the  pl^^ 
sioal  nature  of  the  blind  child  must  be  emphasized.  It  was  not 
uncarsnon  at  the  Colorado  school  to  see  blind  boys  and  blind  girls 
spending  parts  of  afternoons  and  Saturdays  skating  in  the  winter 
ttsta  on  Prospect  Lake  and  Monument  Creek.  It  is  interesting  to 
know  from  the  wcards  of  Drt  v..  li,  Illingworth  that  Sir  Francis  Camp- 
bell as  a  mtisioal  instructor  at  the  Perkins  Institution  far  th« 
Blind  in  Boston,  then  in  the  charge  of  Dr.  How*  was  enthusiastic 
for  athletics.  "He  carried  out  his  theory  of  physical  ex«roi»# 
ooijointly  with  music  lessens*  taking  his  pupils  daily  to  swim  in 
T!  \Y.  U.  Illingworth,  History  of  the  Educetlwi  of  the  Blli^,  Pp.  102. 

.  9  - 


the  open  sea,  and  teaching  th^n  to  skate  in  the  vlnter"*  With  our 
modem  gymnasiums,  svrisBning  pools  and  skating  rinks  the  jitysioal 
nature  of  otir  pupils  ought  to  be  at  least  normal  and  then,  too, 
Uirough  these  buildings  and  applianoos  the  idios^craales  of  inaiqr 
a  "blind  ohild  ought  to  bo  not  only  ourbed  but  oured. 

There  are  so  many  contributing  factors  to  our  subject. 
The  Relation  Between  llanual  Dexterity  to  Mentality  of  the  Blind, 
that  ve  venture  to  suggest  that  one  of  ^e  movt  valuable  Initial 
steps  is  the  kindergart«n«  On  aooount  of  a  laok  of  funds  and  ap- 
propriate buildings  the  writer  was  unable  to  put  the  kindergarten 
to  a  test  until  he  became  otmneoted  with  the  Department  for  the 
Blind  of  the  California  School  *or  the  DMif  and  the  Blind.  After 
securing  an  experienced  and  well  trained  kindergarten  teacher  it 
beoeme  evident  at  once  that  the  beginners  were  ocnnmioing  to  "find 
^MMwelves".  ¥;ithout  going  into  detail  as  to  the  excellent  results 
let  tts  cite  one  illustration  tliat  of  socializing  or  dramatising 
"Little  Red  Riding  Hood". 

AJUa  -  To  play  the  story  of  Little  Red  Riding  Hood  fear  the  develop- 
HKini  of  self-expressicm,  spontaneity  and  originality* 
Class-  line  blind  kindergarten  children  of  the  Califtamla  Sohool  for 
tlie  Deaf  and  the  Blind. 

Seated  out  on  the  front  lawn  under  the  trees,  the  teacher  told 
the  kindergarten  olass  of  blind  children  the  story  of  Little  Red 
Hiding  Hood.  (That  bein^  the  story  chosen  by  the  children). 

On  their  own  initiative  the  children  chose  as  their  stage 
leader  a  little  girl  b  the  name  of  Jean  Van  Ness  who  proceeded  at 

-  10  - 


onoe  to  select  the  oast  of  characters.     It  vub  interesting  to  note 
that  she  tried  out  several  children  for  ttie  part  of  "wolf"  before 
assigning  it  to  a  partioul?r  child. 

Jean  -  "Luoy,  you  would  make  a  husky  wood-outter  !     Dwrothy 
must  be  Little  Red  Riding  Hood!     Little  Ruth  few  grandmother  I     Jxidy, 
talk  like  the  wolf  I     Ko,  that  won't  do;  Anna  yow  tr?,  no;  noj 
a«rtrude  -  fine,  Gertrude,  you  be  wolf.     Judy  may  be  mother •" 

Jean  «" "" liow  then  Judy  Wwre  is  yotir  house?" 

Ju^  -  "This  tree  and  here's  the  garden  in  front  where  the 
old-faUiioned  flowers  arc  growii^." 

Jean  -  "All  right,  Gertrude,  if  you  are  the  wolf  you  inust  find 
your  forest  and  get  behind  a  tree.  Little  grandma,  find  your  house 
and  go  to  bod*     Itow  th^i,  begin*" 

liother  -  "Do  you  think  you  are  old  Plough  to  go  through  the 
forest  and  oarry  this  nice  basket  of  jam  and  butter  and  sugar 
oookles  to  grandma?     She  is  ill." 

R.R.Hood  -  "All  right,  I  can  carry  it,  h\xt  you  must  put  on  aay 
oape  and  hood." 

Hother  -  "Kom  do  not  talk  to  anyone  on  the  way.  Po  not  pi  ok 
flomnrs  or  play  in  the  woods  and  be  oareful  right  now  or  you  will 
•tap  in  the  water." 

Stage  Leader  -  "Kow  you  come  over  here  Drarothy  and  play  in 
the  woods*     Get  readj'-,  Gertrude,  to  eame  fran  behind  the  tree." 

?iolf  -  "Good  morning  I  " 

E.K.Hood  -  "Good  morning  I" 

Wolf  -  "Hob  are  you?     fthere  are  you  going?" 

R.K.Hood  -  "To  visit  iry  grandmother  who  is  111  and  I  sa 
carrying  a  basket  of  goodies  to  her." 

Vioif  -  "iShere  does  your  grandmother  live?" 

R.R.Hood  -  "On  the  other  side  of  this  wood." 

Fiolf  -  "I  must  hurry  now.     Good  bye  I"     (Wolf  knocks  can  a 
tree  which  represents  grandmother's  house.) 

Grandmother  -  "who  is  there?" 

Wolf  -  (sque8l<y  voioe)     "Little  Red  Hiding  Hood,  and  I*ve 
brought  you  a  basket  of  good  things  to  eat." 

6ran<feiother  -  "l^t  the  basket  onthe  table  and  come  over  to  my 
bed."     (she  is  curled  up  on  the  lawn.) 

(V;olf  pounces  on  her.) 

Wolf  -  "Kow  then,  hide  behinj  ttiia  bush,  beoause   C  ate  you 
up!"     (Little  Bed  Riding  Hood  knocks  at  the  tree.) 

fiolf  -  Affile  is  there?" 

R.R.Hood  -  "Your  grandchild,  and  I've  brought  you  a  basket 
of  good  things.     ik>\l    tlm  I     Cookies  witli  sugnr." 

Wolf  -  "Lift  the  bobbin  and  the  latoh  will  fly  up." 

(Little  Red  Hidii^  Hood  -  enters.) 


-  11  - 


WoXf  -  "put  your  basket  on  the  table  and  com«  over  to  the  bed." 

R.R.Hood  -  "Grandmother,  what  great  eyee  you  haYe." 

Tiolf  *-  "/Jl  the  better  to  see  you,  my  deer," 

E.R.Rood  -  "But  grendiaother ,  what  great  eare  you  have." 

Yiolf  -  "Better  to  beer  ulth,  my  dear." 

R. R.Hood  -  "But  graninother,  what  great  teeth  you  have  J" 

vroljf  -  "Better  to  eat  you  with"   (jujsps  up  arid  grabs  her.) 

(Woodcutter  runs  in  and  thra«rs  the  mdf  down) 

Woodo^itter  -  "Kow  you  are  desd,  Kr«  Xolf,  lie  still  J    Cobm 

hone  little  Red  Riding  Rood.     Grancfctother,  jt«np  up  -  come  out  of 

that  wolf,  beoouse  I  hsve  caved  you.     l.-.;t's  all  go  h<me  and  eat 

the  things  <nit  of  the  basket.     ?.^I  but  it  was  luoky  I  harpend 

along  and  heard  you  scream." 

Itother  -  "Little  Red  Riding  Hood,  I  guess  this  will  be  a 

l«ss(m  to  you,  not  to  pl^  when  you  arc  sent  on  errands." 

Stage  Leader  -  "THicrel  we  jtist  finished  the  play  in  time.     It 

is  lots  of  fur;  mcy  we  play  anotlier  storv  tcmorrow,  Kiss  Vivian?" 

(The  kindergarten  teaoher.) 

It  became  more  and  more  pronounced  that  the  children  who 
were  active  or  who  were  encouraged  to  really  do  things  were  the  ones 
who  forged  to  the  firmit.  It  w&s  fimnd  that  those  who  had  a  mastery 
over  their  hands  made  better  Geometry  pupils  than  those  who  had  not 
"fotmd  tbeBselvea"  through  wood-^ork  or  other  industries.  Ho  wonder 
that  teachers  of  the  blind  are  enthusiastic  for  Vooatitmal  education. 
"After  the  first  attempts  at  literary  eduoati<»i  of  the  blind  by 
Valentine  linv^   and  others,  the  attention  of  those  in  dh&r^9  of  in- 
stitutions fcff  those  deprived  of  sight  appears  to  have  been  mainly 
e<mo(mtreted  on   instruction  in  handicrafts  or  trades  whloh  might 
provide  a  means  of  livelihood  to  those  with  sufficient  ability  and 
perMTVeranoe  to  learn  then." 
1.  W,  H.  Illingworth,  History  of  the  Education  of  the  Blind,  Pp.  58-54. 


-  12  - 


A  Canadian  p8yohol(^,ist  by  the  name  of  Profesa«r  Fraser  In 
ocm junction  with  his  brother  Sir  Frederick  Fraser,  the  blind  Super- 
intendent of  the  Halifax,  Ncotr  Scotia,  School,  verified  through  many 
tost  a     the  findings  of  Dr.  Griaabaoh,  Flresident  of  the  G^tvmn  Aaao- 
oiation  of  School  I^giene,  who  haa  made  a  series  of  testa     in  order 
to  oompare  the  streixgth  of  the  sense  of  touoh  in  seeing  and  blind 
pars<»i8  of  the  same  age,  and  also  ocmpared  the  touoh  ixoparessiona 
made  upon  the  third,  fourth,  and  fifth  fingers  of  the  blind  with 
those  of  the  first  fingers.     For  these  experinonts  he  used  a  pair 
of  ocHapassea  with  delicate  ro\inded  points,  and  much  to  his  own  sur- 
mise he  found  that  the  impressions  made  by  the  two  points  of  th* 
oomrass  oould  be  distinguished  inthe  seocnnd,  third  and  fourth  fingera 
of  the  blind  at  a  shorter  distance  than  the  two  points  oould  be 
realized  by  the  forefinger.     In  othar  words  if  the  oonpaaaca  were 
a  line  apart  their  points  would  in^ess  thoimelves  upon  the  for- 
finser  of  a  blind  person  as  one  point,  whereos  the  im^essltxx  taade 
upon  the  second,  third  and  fourth  fingers  would  be  these  of  two 
points. 

Maxy  hundreds  of  experiments  as  to  the  ooDJjHurative  delloa<^ 

of  touoh  in  peraons  with  and  without  sight  were  oondueted.     The 

Tl     C.  F.  Fraser,  K,  B.,  LL.D.,     "Psychology  of  the  Blind".     Report 
of  Twenty-third  Biennial  Convention  of  the  American  i^ssociaticm  of 
Instruotcars  of  the  Blind.   (1916).  Pp.  78. 

-  IS  - 


•Mises  of  hearing  and  {m«ll  were  also  tested.  Slnoe  a  number  of 
these  findings  bear  upon  the  problem  before  ua  let  us  sum  them  up 
a«  briefly  eis  possible: 

1*  In  the  faculty  of  distinguishing  irajressions  pro- 
duoed  by  touoh  there  is  in  general  no  essential  differance  as 
regards  the  time  free  from  labor  betve«i  thft  blind  and  seeing. 
Staall  differaiKjes  speuk  in  favca:  oi'  the  seeing. 

A       2.  In  [srsons  blind  from  birth  the  aoutenesa  of  the  s«ris« 
of  touoh  is  soB^e«hat  less  thanin  seeing  persons.  In  a  few  oases 
the  rest  of  the  sensoriiai  also  suffers  in  persons  bliiid  froci  birth. 

8.  The  blind  h&Te  a  less  aoute  sense  of  touoh  in  the 
tip  ends  of  the  forefingers  than  the  seeing;  and  in  the  blind  there 
is  a  difference  between  the  t??o  forefingers  as  regards  the  faculty 
of  receiving  imjare  jsions. 

4.  The  blind  need,  especially  as  regards  the  hands,  a 
strtxiger  impression  't^xa.n  the  seeing  if  a  distinct  inpression  of 
touoh  is  to  be  produced. 

5.  In  the  faculty  of  locating  ^e  direction  of  sound 
there  is  no  difference  between  the  blind  and  the  seeing. 

6.  The  ability  to  locate  the  direction  of  a  sound  varies 
in  the  blind  as  much  as  in  the  seeing  and  in  both  is  to  a  very 
great  degree  shaped  by  the  individuality  of  each  person. 

-  14  - 


7«  Aa  a  gonered  rule  the  direction  c^  a  sound  la  deterodned 
by  the  blind  and  seeing  more  aoourately  by  hearing  with  both  ears 
than  only  vith  one  ear. 

Bf  there  la  no  differanoe  between  the  blind  and  seeing  as 
reg^ds  the  distance  at  which  &  sound  ama  be  heard  and  located. 

9*  There  is  no  relaticm  between  th»  distance  at  VThioh 
Bounds  can  be  distinguished  and  the  ability  to  locate  th«n  either 
in  iiM  blind  cv   s&eing* 

10.  There  is  no  differer.ee  betvewD  the  blind  and  seeing 
as  regards  the  aeut«iess  of  the  ^nae  of  estell. 

11.  The  blind  to  a  greater  degree  get  tired  by  stanual 
labor  than  the  seeing  of  tlie  same  age* 

12.  The  blind  o£  the  same  age  get  tired  quicker  by  itmnual 
iMibor  than  by  nttttal  work.  This  Is  not  the  case  with  the  seeing  of 
the  mse  age* 

13»  There  is  no  essential  difiermioe  in  the  degree  9$  tired- 
ness by  oental  wcr^  between  the  blind  and  seeing  of  the  saae  age* 
Slight  differences  speakin  fevoar  of  the  seeing. 

The  general  public  ere  want  to  attribute  to  those  who  are 
blind  marvelous  faculties  of  touch  and  hearing.  In  these  respects 
the  blind  are  regwrded  as  abncraail  ewJ  everything  that  is  done  by 
Umb  Is  oot.didered  more  or  leas  w<mderful. 

-  15  - 


lb*  psychology  of  the  blind  opeiia  a  wide  field  for  expmri- 
aent  end  ionrestig;  tion.  We  trust  that  inthe  future  thie  special 
'branoh  of  p^chology  will  receive  more  attenticm  than  it  has  in  the  p« 
past  for  it  is  bound  to  laake  the  training  of  the  youthTul  blind  more 
practioal  and  more  suooessful* 

Considerable  progress  has  b««n  aade  in  perfecting  a  oethod 
by  whioli  the  mentality  of  a  blind  child  might  be  tested  and  recorded. 
It  wat  neo«««ary,  in  tfajo  first  plsee«  to  eliminate,  both  from  the 
Binet-Simon  Year  Kcale  and  the  Ywkes-Bridges  Point  Scale «  all  tests 
whi<^  could  not  be  adnilnistered  to  the  blind  subject .  Such  tests  as 
Binet's  pictures,  and  the  drawing  of  the  square,  could  not  be  given 
to  blind  subjects.  It  was  then  necessary  to  provide  other  tests, 
suitable  for  the  blind,  which  vould  <»ill  into  play  the  saao  mental 
processes*  In  some  cases  parallels  could  be  provided.  F<^  example, 
for  Binet's  "caaparison  of  two  outline  faces"  -  an  "aesthetic  choice", 
was  substituted  the  choice  between  the  two  tacttial  imjo-essions  made 
by  two  fabrics  held  in  the  two  hands,  such  as  silk  and  serge* 

Hid  we  the  mental  r  tings  of  the  blind  pupils  about  to  ba 
introduced  into  our  discussion,  our  findings  would  be  clothed  with 
gre&ter  definlt«jess. 

Have  we  not  speculated  a^'>:ain  and  again  as  to  what  a  stu^ 
of  the  standings  obtained  by  blind  pupils  would  show  concerning  the 

-  X6  - 


relation  betwa  SKnaal  dexterity  and  mentality?      /Jter  haring  gone 
into  6  nvsslber  of  the  characteristics  of  the  blind  and  after  ezramining 
the  ooncltieione  of  a  number  of  psyohologiste  on  the  nenual  and  mental 
aepects  of  the  question  and  believing  tliat  such  a  stm^  would  be 
helpful  and  suggestive,  we  propose  to  Taring  together  the  records  of 
a  number  of  our  owi  pupils,  oodsining  there  with  authentic  records  t^ 
blind  pupils  from  other  sohools. 

Altogether  the  record  of  520  pupils  -mill  be  studied  to  ascer- 
tain on  the  one  hand  what  g;rade  of  work  toey  did  in  sut Jeots  whioh 
are  ganerally  believed  to  be  an  index  to  their  mental  ability,  i.e. 
the  osual  subjects  of  the  sohool  ourrloulura,  and  wi  the  other  hand, 
the  quality  of  their  work  in  th(»e  subjects  which  ere  indicative  of 
their  ability  with  their  hands,  sudi  a»  wktellng  Trlth  oley,  iirood  work, 
caning,  weaving,  broom  making,  and  timing  —  the  manuel  occupations 
of  the  boys;  and  the  knitting,  crocheting,  hand  and  iseohine  sewing  of 
the  girla. 

So  many  factors  miter  into  such  a  stu^y  that  it  is  extremely 
difficult  to  drew  ejoy  reliable  oonoltisicms;  this  stu<^  will,  there- 
fore, have  a  maxixaum  of  presentation  of  facts  and  a  minfcaum  of  draw- 
ing of  ooaolusions. 

!•'  Olia  H.  Burritt,  "Annual  Report  of  the  Principal  to  the  Bwird 
of  M&naf;ers".  The  Pennsylvania  Institution  For  the  Instruction  of 
the  Blind,  Overbrook,  I1iiladelj;4iia.     82nd  /Jinual  Report,  Pp.  11. 

-  17  - 


Htm  ftge  at  -vhioh  sight  was  lost  tmquestionably  has  a  Tery 
Important  bearing  upoi  the  facility  with  irhich  the  pupil  uses  his  hands; 
but  prscisely  what  baarlng  it  is  extremely  difficult  to  say.  Does  a 
boy  titio   loses  his  sight  say  at  twelve  years  of  age  have  better  or 
poorer  use  of  his  hands  than  a  bey  ttf  equal  ability  who  has  never 
tnmit     Qtadoubtedly  he  has  a  far  better  oonception  of  material  things 
and  he  raay  hewe  better  use  of  his  hands;  but  ere  they  bettor  trainwdt 
Can  he  do  well  with  his  hands  more  or  fewer  things  than  the  boy  totally 
blind  frcn  birth  or  early  oUildhood? 

Another  ixaportent  factor  that  enters  into  the  problem  is  th« 
decree  o£  blindness.  In  every  school  for  the  blind  ars  soim  pupils 
who  have  a  little  sight.  These  pupils  who  have  the  advantage  In  most 
respects  over  those  who  are  totally  blind  have  an  even  greater  advan- 
tage in  this  matter  of  the  use  of  bonds  In  rsmual  work.  Even  in  the 
«eee  of  tv;o  pupils  who  have  the  s&im  amount  of  vision  there  v;ill  be 
considerable  variation  in  Urn  ouiunt  of  helpful  use  they  get  fr«n  th« 
aigjht  they  hscve. 

A  third  factor  is  the  ftge  at  which  the  pupil  entered  sohoolj 
for  both  mind  and  muscle  are  ncare  pliant  in  childhood  tlian  in  youth 
and  in  youth  than  in  mature  years.  But  there  may  be,  sometimes  is,  a 
very  great  difference  inr  the  eapabilitlee  of  totelly  blind  pupils  who 
lost  sight  at  the  same  4^e  and  entered  school  at  the  same  age*  In  one 

-  18  - 


the  pupil  haa  never  been  paroltted  or  encouraged  to  take  aiqr 
part  in  the  activities  of  the  home;  In  the  other  his  parent a  have  heen 
wise  enough  to  see  the  value  to  their  blind  child  of  the  fullest  pos- 
sible sharing  in  the  dally  routine. 

there  is  little  doubt  that,  other  things  being  equal,  the 
second  child  has  vastly  superior  ability  along  both  nianual  and  In- 
tellectual lines;  bxit  in  so  few  oases  ere  all  other  things  equal. 

Into  the  correct  ansvrer  to  this  question  of  relative  nanual 
and  mental  ability  enter  also  all  those  factors  that  xaake  up  the 
individuality  of  the  pupil  which  are  further  oanplicated  in  the  ease 
of  blind  pupils  by  the  ph^fsiotl  causes  of  blindness. 

The  standings  of  tlie  pupils  in  their  various  subjects  have 
hmen  tfitered  each  ye^r  on  a  unifcrm  record  card,  vie  have  gone  care- 
fully ewer  tlie  records  of  220  pupils  nos  in  school  isho  have  been  in 
attendance  for  at  least  one  year  end  have  ascertained  their  gradMi 
In  the  regular  school  Glasses  sad  in  music  as  indicative  of  their 
aental  ability;  and  in  all  subjects  taught  in  the  laanual  training 
d^ierti&mits  as  Indicative  of  their  aanual  eblli^.  Our  first  study 
taloes  no  account  of  the  age  at  which  sight  was  lost,  the  degree  of 
blindness,  or  the  age  at  whioh  the  pupil  entered  school.  It  is  s 
camper  ison  between  laanual  and  the  mental  abililq?-  of  the  entire  num- 
ber of  pupils  studied  —  a  ooraperiscax,  not  of  one  pupil  with  mother, 

-  19  - 


"bTit  of  eech  pupil's  CRpabilltlea  ftlong  intelleottial  etnd  n«ix\Kil  lines* 

Ifhile  the  s^iool  rooor<!s  haye  been  the  chief  reliance  in 
this  stu^  we  hare  Tseen  to  Bome  extent  aided  ly  a  felr  knowledge  of 
the  individual  pupil  uhioh  teachers  acquire.  The  nunber  of  pupila 
per  teacher  in  our  schools  is  relatively  small ,  neoesserily  so;  foar 
instruction  in  laary  subjects  must  be  largely  individtoil.  This  «aabl«« 
one  to  studj'  the  Interests  and  capabilities  of  the  individual  pupil 
more  thoroughly  than  Twuld  be  p<»8ible  with  larger  mxmbers.  The4re- 
qoent  readjustment  of  the  work  of  the  pupil  due  to  vnrlous  causes « 
prominent  among  iriiioh  are  his  health  and  a  more  thorough  understanding 
of  his  oapabilltles,  forces  us  to  give  mach  thought  to  the  ebili'ty  of 
«u»h  pupil  in  the  several  departments  in  which  instruction  is  given. 
Thus  we  all  obtain  eceptionally  aooiorate  ideas  of  the  manual  and 
mental  abilitiea  of  our  pt^ils* 

Our  study  then  has  been  to  ascertain:   (1)  Hov<  many  pupils 
hare  dime  work  o£  equal  grade  in  both  literary  end  mannal  subjeote? 
(2)  How  many  have  done  better  work  in  manital  than  in  liter nry  subjects? 
And  (5)  Bow  aensr  iMive  done  better  work  in  literary  than  in  manual  sub- 
jects? 

In  order  that  we  may  have  a  laj^er  number  upon  which  to  beae 
observations  we  have  made  tlw»  same  study**  of  the  oomparative 


1.  MlF;  1,  Pp.  22. 
2«  TABLE  11,  Pp.  28. 


-  20  - 


\ 

standings  in  manual  and  literary  atxbjceta  of  315  puplle  dlooharpea 
duriiu;  the  T»8t  seven  to  tern  years,  eocoluding  from  the  study  all  those 
pux^lls  dl8<diar^ed  during  this  titee  who  reoained  in  school  too  short 
ft  ttoe  to  enable  vm  to  form  an  aoouret*  judgjaemt  of  their  attainments, 
i.e»,  lass  than  (ma  year* 

Assigning  that  the  536  p«^lls  cho^n  ao  indicated  above,    whioh 
is  more  than  <me~fifth  of  the  entire  number  who  have  attended  sinee  the 
organization  of  the  schools   ftrom  which  tha  pwpils  ware  ohosen,  ara 
fairly  representative  of  the  entire  number.  It  appear*  ftrom  tha  faota 
shorn  in  TABLl!iS  1  -  111  that  almost  exactly  two-thirds  of  all  the 
pupils  that  enter  school  do  work  of  an  equal  grade  In  manual  and 
literary  sub;Jeots,  i.e*  if  a  student  does  work  of  a  hlph  grti^e  in 
those  olaasea  whiohdem&nd  Ictrge  use  of  his  hands;  if  he  does  poor 
work  in  his  manual  subjects  he  does  oorrespondirfty  poor  work  in  his 
literary  and  muaioel  subjects;  and  abotit  two-fifteenths  do  bettor 
work  in  literary  than  in  manual  subjects. 

In  ord«:  to  see  i^at  bearings  upon  the  relative  standings  in 
manual  and  literary  subjacts  the  possession  of  a  little  useful  sight 
sewBS  to  have^  wa  have  separated  a  group  of  188  pupils  new?  in  school 
into  the  "totally  blind"  snd  "the  partially  blind",  adopting  as  our 
standard,  not  the  stiot  dafinition  of  the  ooculist,  whioh  would 
T,     TABLfe  lU,  Pp*  24.  _-.—-  » 

-  21  -  % 


TABLE  1. 

The  records  of  the  220  present  pupils  studied  show  the 

fell*«ing: 

Comperison  Between  Standings  in  lianual  and  Literary  Subjects  of 
220  iPresent  Pupils  Who  Have  Be«a  In  Sohool  !]ot  Less  Than  tee  Year. 


Girls  Boys  Total  Percentage 
Bo.  pupils  who  have  done 
Work  of  satne  grade  in  man- 
ual and  literary  subjects.       75     70    145      6S«9 

No*  pupils  who  have  done 

better  wtn-k  in  manual  than 

in  literary  subjects.  l6     22     52     14.5 

Ho.  pupils  who  have  done 

better  work  in  literary 

than  in  manual  subjects.         28     17     43     19.6 

TOTALS  111    109    220     100. 


-  22  - 


TABLE  lU 


Relative  Standings  in  Uanual  and  Literary  Subjeots  of  515  Pupils 
Diaoharged  Dmring  the  Fast  Ten  Years. 


Girls  Boys  Total  Percentage 
So.  pupils  who  have  done  — — — 
work  of  saaM  grade  in  man- 
ual and  literary  subjeots.      94  106    202     64.13 

Bo.  pupils  vho  have  d<me 

better  vtxrk  in  manual  than 

in  literary  subjects.         42     33     75     23.8 

Ho.  pupils  who  have  done 

better  work  in  litemry 

than  in  manual  subjects.       10     28     38     12.10 

TOT/iL  148    169    515    100. 


-  23  « 


fABLE  111. 

By  ooabining  the  group  of  220  pupils  who  aro  n<m   in 

school  and  the  315  «ho  have  left,  «e  have: 

^le  Relative  Standings  in  Manual  and  Literary  Subjects  of 
535  Breseixt  and  Poroer  Pupils. 


girls  Boys  Total  Pereentage 
Bo*  pupils  who  have  done  — — 

work  of  same  grado  in  man- 

twl  and  literary  subjects.    169  178    S49     64.86 

Bo.  pupils  who  have  done 

better  work  in  manual  than 

In  literary  subjects.         62     K    107     20. 

Bo.  pupils  who  have  done 

better  work  in  liter: ry 

than  in  manual  subjects.       36     46     81     15«14 

TOTALS  257    278    535    100. 


%. 


I^ftoe  among  th«  partially  blind  thosewho  have  only  peroeptlcm  of 
light,  hut   a  claasiTioation  that  places  among  the  totolly  blind  all 
pupils  who  have  less  then  caae-sixtieth  of  normal  Tision*  Thus  olasei- 
flod  the  partially  blind  include  thosa  trho  seen  to  make  some  little 
use  of  the  modioum  of  sight  they  have  for  their  vork  in  manual  sub- 
jects ~  sufficient  use  to  give  them  some  advantage,  however  slight, 
over  those  who,  for  the  purposes  of  this  study,  may  be  fairly  oon- 
•Idered  totally  blind* 

The  variations  between  the  toally  blind  and  the  partially 
blind  show  in  T/iBLES  Iv  and  V  are  about  what  we  would  expect.  It 
appears  that,  whereas  approximately  seven  out  of  ten  totally  blind 
pupils  have  done  work  of  an  equal  grade  alcmg  manual  and  literary 
lines,  <mly  a  little  more  than  one-half  of  the  partially  blind  d»  k 
equally  good  work  in  both  departments;  that  ohly  about  axe-twelfth/ 
of  the  totally  blind  do  better  work  in  manual  than  in  literary  sub«* 
jeots  as  ocmpared  with  three-t«iths  of  the  partially  blind*  but  on 
the  other  hand  that  approximately  one -fifth  of  the  totally  blind  do 
better  work  in  literary  and  musical  subjects  than  in  manual,  while 
only  one-seventh  of  the  partially  blind  excel  along  literary  and  anal- 
oal  lines. 

1.  0.  il.   Burritt.  S^nd  Annual  Report,  Penn.  Inst,  for  Blind.  Pp.  7-8. 

2.  T/iBLE  IV,  Pp.  26. 

3.  TABLE  1,  Pp.  27. 

-  25  - 


The  Relet ive  Standings  in  M&nuel  and  Literary  Subjects  of 
146  Totally  Blind  Pupils  Nov  in  Sehool. 


Girls  Boys  Total  POToentagg 

Ho*  pupils  i»ho  have  dene  — — — 
work  of  same  grade  in  laan- 

aal  and  literary  subjects.     69  47    106     72.6 

No*  pupils  vho  have  done 

better  trork  in  manual  than 

in  literary  subjeots.         9     S    12     8»2 

Ho*  pupils  iriio  have  done 

bettor  work  in  literary 

than  in  manual  subjeots.       IS     IS     28     19.2 

tmm  81     65    146    100. 


-  26  - 


TABLE  V. 


"Hhe  RelatiTre  Standings  in  Manual  and  Literary  Subjects  of 
42  Partially  Blind  Pupils  How  in  School. 


Girls  Boys  Total  Paroefetage 
No*  pupils  who  Benre  done 
vork  of  same  grade  in  man- 
ual and  literary  subjects.    13     10    23      54.8 

Bo,  pupils  who  have  done 

better  wcark  in  manual  than 

in  literary  subjects.         3     10    13     50.9 

Bo.  pupils  vrho  have  done 

better  work  in  literary 

than  in  manual  subjects.       6     __1^   ^     14.3 

TOTAL  21     21    42     100. 


-  27  - 


Always  seeking  to  know  idiat  bearing  the  age  at  #iioh  sight 
tma  lost  has  upoa  all  our  probl6mB«  «e  have  selected  146  pupils  triao 
tti^  fairly  be  owisidered  totally  blind  for  the  ptirposes  of  this  stud^r 
••  before  explained,  to  ende&vor  to  asoertain  what  bearing  the  age 
at  vhioh  sight  was  lost  has  upon   relative  ability  along  manual  and 
literary  lines.  It  is  the  belief,  based  not  upon  any  careful  study 
of  the  problOTJ  but  «nly  upon  scans  observaticai  of  blind  pupils,  that 
«  child  vho  loses  his  sight  at  four  or  five  years  of  age  has  some 
ftdvsntage  over  a  child  who  h&s  never  seen;  that  one  vho  has  seen  un- 
til he  is  eighty  nine  (»:  ten  years  of  age  has  considerable  advantage 
over  one  Bho  has  seenfor  four  or  five  years  only,  and  an  enormwia 
advantage  over  the  diild  irho  has  been  blind  from  babyhood  or  early 
cliildhood;  and  that  the  child  vho  loses  his  sight  after  ten  years 
cf  age  has  so  many  advantages  over  one  #10  has  been  blind  freci  in- 
fenqr  that  the  stterapt  to  teeoh  them  together,  if  successful,  requires 
a  teacher  of  exceptional  ability  and  resourcefulness.  Indeed  -we  are 
inclined  to  the  opinicm  that  these  boys  and  girls  who  lose  their 
sight  after  ten  or  twelve  years  of  age  should  attend  one  of  wr 
special  schools  for  a  short  tiiue  only  ->  long  enough  for  thsm  to 
acquire  the  ability  to  read  and  write  a  dot  ty|w  easily  and  to  Bse 
with  facility  the  special  apparatus  needed  by  the  blind  — •  and  that 
th^  should  then  be  educated  with  those  who  see. 

-  28  - 


We  hove,  therefore,  separated  theae  146  totally  blln^ 
pupils  into  three  grotipa,  composed  rospeotively  of  those  -who  have 
lost  sight  (1)  under  five  years  of  age  (2)  betvemi  five  and  ten 
years  of  age  and  (3)  at  ten  years  of  age  or  older. 

S*om  the  above  table  it  appears  that  nearly  four-fifths  of 
the  146  pwpils  under  oonsidareticn  lost  sight  under  five  years   of 

age,  94  of  these  114  losing  sight  tmder  one  year  of  age. 

2 
Oie  next  three  tables  exhibit  the  relative  standings  in 

mnifti&l  and  literary  subjects  of  these  146  totally  blind  pupils 

olassified  aoocMrding  to  the  age  at  vhioh  sight  -was  lost. 

Rie  numbers  dealt  with  here  are  probably  too  simII  to  war- 
rant drawing  any  conclusions  but  it  is  doubtless  of  sorae  signifi- 
eenoe  that  the  percentage  of  those  i^  do  better  ^ork  in  manoal  than 
in  literary  lines  rises  froia  6.2  per  cent  of  those  who  lost  sight 
under  five  years  of  age  to  over  15  per  t^nt   of  those  vho  lost  sight 
Kt  five  years  of  age  or  older. 

Within  the  ten  year  period  under  review  twwity-eight  ohildren 
between  fotnr  and  twelve  years  of  age  entiured  the  kinder gart«i  or  first 
grade,  not  cme  of  m-xm  possessed  sufficient  ability  to  advance  to  the 
second  grade  and  only  six  of  whos  were  advanced  to  the  main  school 

TT^fAgrrwr^r^o: ■ 

?.     Ti^LE  VII,  Pp.   31. 
TABLE  VIII,  Pp.   S2. 
TABLE  IX,  Pp.  53. 

-  29  - 


i|;«  at  iihiob  Blindnaas  Occurred  of  146  Totally  Blind  Pupils. 


Girls  Boys  Totql  i-'ero«nt*ge 
Lost  sight  xmder  five 
years  of  age.  61     53    114     78.1 

l<08t  Sight  at  five  and 

rmSMt  ten  years  of  age.      8     11     19     13* 


Lost  sight  at  ten  years 
of  age  or  older* 

JL 

-1 

IS 

8.9 

Totals 

75 

75 

146 

100. 

-  SO  - 


TABLE  VII. 

EeXatlve  Standings  in  Mamal  and  Literary  Sijbjeots  of  114  Totally 
Blind  inipils   fho  Lost  Sight  Und«p  Five  Years  of  Age. 


Girls    Borya     Total     PerogntaKe 
No.  pupils  who  hove  done 
vork  of  saioe  grade  in  man- 
ttal  and  literary  subjoots.         44  39         83  T2,B 

Vo»  pupils  vho  h&TO  done 

bettor  Tsark  in  manual  than 

literary  3t:ib^ecta.  2  ft  T  S*Z 

Ho*  pupils  «hc  have  done 

better  work  in  literary 

than  manual  subject s.        15    _J^    24     21» 

TOTALS  61     53   114     100. 


-  51  - 


TABLE  Vni 

Relative  Standings  in  U&mnl  and  Literary  Subjeots  of  19  Totally 
Blind  Pupils  ?<lio  Lost  Sight  at  Five  and  Under  T«i  Years  of  Age. 


glrla    Boye     Total     Peroentage 
Ho»  pupils  who  have  done  '  ' 

vork  of  same  grade  in  mai>- 
ual  and  literary  subjeots.  &  7         12  63.2 

So*  pupils  who  have  done 

better  w<»rk  la  nanual  than 

in  literary  subjeots.  2  13  15.8 

He*  pupils  who  have  done 

It^ter  «ork  in  literary 

than  in  manual  subjects.  ^  _£  *  21. 

TOTALS  8  U         19  100. 


-  32  - 


tABiiF.  IX 

Relative  Standings  in  Llar.ual  and  Litwary  Subjects  of  13  Totally 
Blind  Pupils  Vho  Lost  Sight  at  Ten  Years  of  Age  or  Older. 


Girls  Egys  Total  Peroentage 

Bo*  pupila  who  have  done    — — —  "'" 
work  of  same  grade  in  nan- 

WkL   and  literary  subjeots.    4  7    11     M*6 

Hoi  pupils  who  have  done 

better  work  in  mamial  than 

in  litertiry  subjects.        0    2     2     15,4 

So.  impils  T)ho  h' ve  done 

Iwtter  work  in  literary 

than  in  asanal  subjects ♦     ^   «£     °     00, 

TOTAL  4     0     13     100. 


-  33  - 


for  a  trial  in  the  first  grade;  the  renalning  tventytvo  have  b««i 

discharged  direct  from  the  kindergarten  after  periods  of  trial 
varying  from  two  mMxths  to  foiur  years.  It  is  significant  that«  with 
two  or  three  possible  expepticsis,  these  tw«ity-eight  children  vitio 
were   either  backward  and  reriained  for  a  sotaewhat  longer  trial,  had 
•xeeedingly  poca:  use  of  their  hands* 

Ml   our  evidence  goes  to  show^  th«refore,  that  a  large 
«ajority  of  our  pupils  —  approximately  seven  of  every  t«i  ~  do 
equally  veil  in  annual  subjoots  and  in  the  mare   distlnotively  nental 
aubjecta  of  the  literary  and  musical  departments;  and  that  where 
notably  inferior  work  is  done  alixig  aariual  lines  ty   a  pupil  of  re- 
cognized mental  ability  as  shown  by  hi*  w«rk  in  the  class  room  and 
in  music,  this  is  usually  due  to  want  of  oj^cartunity  rather  than  to 
lack  of  ability. 


-  34  - 


6IBLI0CSAFHT. 

"A  Teatfc  Book  of  Experimental  Pi^ohology",  Part  1. 
By  Charles  S.  Bikers. 

"Educational  Psychology",  Vol.   Ill,  "J^ntal  Work  and  Fatigue", 
and  "Individual  P if fere noes  and  Their  Cause*". 
By  Edward  L,  Th<arndike. 

"The  Elements  of  Physlologioal  Psychology",  Part  III;  "The  Nature 
of  the  Mnd",  Chap.  1,  "General  Relations  of  Body  and  Mind". 
By  Ladd  and  Voodworth. 

"Psyohology  of  the  Blind".     By  C.  F.  Fraser,  K.B,,  LL.B. 

Fra;i  the  Twenty-Third  Biennial  Convention  of  the  iimorioan 
Association  of  the  Instructors  of  the  Blind.  1916. 

Annual  Reports  of  the  Pennsylvania  Institution  for  the  Instruction 
of  the  Blinrl.     82nd  Innual  Report. 

"A  HsRial  Strvey  of  the  Ohio  State  School  for  the  Blind".     Ifeder  the 
authtwity  of  the  (Saio  Board  of  Administration. 
ESy  'thooBM  n*  Haines,  Ph.D.,  H.D. 

"Hind",  A  Quarterly  Review  of  Psyohology  araJ  Philoappliy, 
Vol.  VIII,  October,  1899,  Part  IV. 

Psychological  Review,  Vol.  III.  (1896)j  Vol.  IV.  (1897). 

"Teaohers  College  ContrlbutiMX  to  Education",  Ho.  63.  Kew  Ywk: 
Teachers  College,  Columbia  University. 

Aaagnos,  I^ohaol  -  Tlie  Education  of  the  Blind  in  the  United  State* 
of  Anwrioa,  its  Prinolples,  Developnent  and  Results.  Two  ad- 
dresses. Boston,  lillis  Co.,  printers,  1904. 

Burritt,  0.  II.  -  Kew  Opportunities  for  Blind  Children  before 

entering  School.  Paper  read  before  First  International  Congress 
of  Mothers  on  the  Welfare  of  the  Child.  l iashington,  Maroh,  1908. 

Stratton,  Geo.  M«  The  Spatial  Harmony  of  Touch  and  Vision.  "Mind",  1899. 

!.3aryland,Vv<Mrkshop  for  the  Blind,  Reports  1  &  S,  (1913) 


-  55  - 


'^^m 


BIBHOGRAriir     (Concluded) 

Campbell,  Chas.  F.  P,  -  The  Outlook  for  the  Blind.  Vols.  I  to  XI. 

Illingwca'th,  V,.  II,   -  Histrt^  of  the  Eduoation  of  the  Blind. 

French,  Richard  b.  -  The  I.ducation  of  the  Blind.  A  Critical  and 
Historical  Survey  v/ith  Special  Itferenoe  to  the  United  States 
of  Maerioa.     A  'Hiesia,  tlarch  23,  1919. 


-  36  - 


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